Comparing Reading to Writing in the Light of Ong’s Views on Restructuring Consciousness and Their Importance in the Academic Setting Today

According to Walter J. Ong, functionally literate human beings are beings whose thought processes grow out of powers structured by the “technology of writing” (p.77). But, what is the definition of this “technology of writing,”-- Is it “the technology which has shaped and powered the intellectual activity of modern man,” (p. 82) as Ong says? It is evident today that writing is not the only advantage that helped humanity’s transition from illiteracy to literacy. Whatever is written must be read. If anything, this passage from darkness to light should be equally attributed to reading as it is attributed to writing. Had it not been for certain books, our views on serious social issues would have remained outdated. Active reading, not to be mistaken with passive reading, is crucial for the inspiration of writers. It communicates ideas and styles, and integrates logic and rebuttal. If writing indeed heightens consciousness by fostering abstract, analytical thinking, then reading has the same effects on consciousness, because the processes the brain goes through are similar.

When Anne Frank wrote the Diary of a Young Girl, she shared the details of her life in Holland during the Nazi invasion, and, by doing so, reminded her readers of the cruelty of racial persecution. When Mary Wollstonecraft wrote a Vindication of the Rights of Women, she stood up against the privileged male population, and, by doing so, empowered women to demand their right to equal rights and education. Although these writers are long gone, their active readers have managed to carry on delivering their messages and even adding up to them according to what is appropriate in this day and time. Ong writes, “More than any other single invention, writing has transformed human consciousness” (p. 77). But, what about reading? Can the huge role it played, and still plays, in transforming our views on racism, feminism and education be dwarfed by the, however important, detached role of writing? In many ways, writing and reading have a lot in common.

The creative process can be thought of in two reverse directions. For example, in order to create new material, writers will output their already existing thoughts and feelings to the surroundings, and input the responses they receive into the script manufactory, that is their brains, which then would produce the wholesome comprehension of the individual and universe Ong praises so much. Active readers, on the other hand, input the findings of writers into the same script manufactory, because they are in their thoughts and surroundings, then reflect upon them, and output new discoveries regarding their identities and situations. The writer is not the only benefactor from the creative process; active readers too can reach a fuller realization of their potentials. According to United Kingdom’s Department of Education, statistics prove the importance of reading for pleasure on both educational purposes as well as personal development. In the classroom, students will gain new attitudes towards learning, which can threaten the authority of the professor. If teachers want to keep their jobs, they must facilitate all resources at hand and keep an open mind for new takes on education.

Speaking from experience, as a student writer, I have found that taking time to read the opinions of other writers and explore their approaches to different topics can be eye-opening. As the reader, I am introduced to new ideas and presented with the chance to view objectively and ask questions. In Ong’s words, “Alienation from a natural milieu can be good for us and indeed is in many ways essential for full human life. To live and to understand fully, we need not only proximity but also distance” (p. 81). In this light, we understand that the value of what we obtain from writing lays in the distance and isolation from the surroundings. There is an interesting kind of alienation that comes hand in hand with reading-- When you are alone with a book, you are given the space to interpret the words however you would like, and if you try hard enough you can write another book that is even more complex and extensive than the one you are reading.  This can be both exciting and frightening for a student. It puts them in charge of making use of the knowledge they gain. Students will want to channel their newly-gained information to create new information, and, as I did, will want to write. This feeling, unless dealt with properly, can be very unhealthy and self-destructive for a student.

The connection between the active mind and the sustenance of a person’s happiness and realization of the universe should overcome the obstacles this confusion creates for a scholar. This statement can be easily put to the test. In a simple experiment, the subject, that is myself, will record changes in my position towards reading, after employing it to prolong my attention span and improving my creative thinking abilities. I have set to read and write more every day. Between college classes and my time off, I have been reading fiction and nonfiction in two languages. I have also been writing responses to my readings, with my diaries and reflections. One of the benefits that I have noticed is that during Math lectures, I am more alert and focused. This is new to me. Comparing my observation skills from two weeks ago and now, as I am participating in this experiment, is like comparing an addict’s mind when they are on drugs and when they are clean. My mind has become clearer, and I’m not overwhelmed by daily tasks. This organization should reflect positively on my career as a student and bring me new opportunities. Reading has played an important role in this quick transformation, and I expect more promising results if I continue. I recommend for this experiment to be done on a bigger scale, and be turned into a field-study that includes students from different backgrounds than mine. A such study can go in-depth into the effects active reading has on consciousness. By looking into how it help the mind be sharp and active during class, we can notice the patterns that occur in a student’s brain.

In the same way Ong argues that a specific kind of writing, the kind that powers intellectual activity, helps our minds become analytically active, it can be argued that active reading has the same effects on the human brain. Motivating and mind-stimulating reading and writing are essential for personal and communal growth. However, this brings up a new question-- If students take breaks from writing and reading, do their minds grow numb? Our findings can be reassuring. They tell us that wherever a person’s mentally is, what they know and what they can do could be built on. Whether it is dropping-out for an illness or a family emergency, or just low self -esteem, a student can catch up with their schoolwork. With determination everyone can reach a higher level of intellectuality and production. Professors can teach their students how to write and they can read to them, but unless students write and read for themselves their hopes and dreams will not materialize. As educators, it is our responsibility to reconsider our understanding of our jobs, and test new methods that affirm our messages in this age of change. From this comparison, we learn that there is no place for obsoletes. What was right in the time of Plato, is not right in the time of Ong, and is not necessarily right in ours.

References

Ong, W.J. (1982). Writing restructures consciousness. In Orality and Literacy (pp. 77-98). New

York, NY: Routledge.